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Summary

In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and across the world to ally their work with others, as part of larger social and intellectual movements for social change and social justice.

Author Biography

Marilyn Cochran-Smith holds the John E. Cawthorne Chair in Teacher Education for Urban Schools and directs the Doctoral Program in Curriculum and Instruction at Boston College's Lynch School of Education. Susan L. Lytle is Associate Professor of Education and Chair of the Language and Literacy in Education Program at the Graduate School of Education, University of Pennsylvania.

Table of Contents

Preface

p. vii

Acknowledgments

p. xiii

Theorizing and Contextualizing Practitioner Research

p. 1

Practitioner Inquiry in Trying Times

p. 5

Practitioner Inquiry: Versions and Variance

p. 37

Troubling Images of Teaching in No Child Left Behind

p. 60

Constructive Disruption: Practitioner Research and University Culture

p. 86

Inquiry as Stance: Ways Forward

p. 118

References

p. 167

Practitioners on Teaching, Learning, and School Leadership

p. 187

The "Bad Boy" and the Writing Curriculum

p. 193

Practitioner Inquiry as Mediated Emotion

p. 213

Can We Read a Happy Book Next?: Using Children's Literature to Move Beyond Our White Space